Unit4WildAnimalsPERIOD8:SPEAKUP&STUDYSKILLSTeachingObjectives●Tolearntoexpressone’sownideasclearlyandresponsetoothers’opinionaboutanimalsprotecting●Tolearntousefactualinformationtosupporttheirownopinionsandmaketheiropinionmorepersuasive●TolearntoidentifytheintonationpatternsinconditionalsentencesTeachingProceduresSTEP1ShowingstudentssomepicturesofanimalproductsShowstudentssomepicturesofanimalproducts,forexamplehatsmadeoffur,scarvesmadeoffur,coatsmadeoffurorskin,thingsmadeofelephants’tusks.Whydohuntershunttheanimals?Becausetheywanttomakemoney.Whycantheymakemoney?Becausepeoplearebuyingalotofthingsmadeofanimalfurorotherthings.Getthestudentstothinkthatwhatwilltheworldbelikeifnoonebuythethingsmadeofanimalfur.Doyouthinkitisrighttobuythingsmadeofanimalfur?Weshouldaskmorepeoplenottobuythingsmadeofanimalfur.STEP2PlayingthetapeMillieisdoingso,sheisaskinghermumnottobuyclothesmadeofanimalfur.Playthetapeforthestudentstolistenandanswerthefollowingquestion.WhatdoesMillie’smumthinkaboutit?IfIdon’tbuythem,someoneelsewillbuythem.Invitethestudentstoopentheirbooksandreadthedialogueandthenfindouttheanswertothequestions:WhatdoesMilliethinkaboutit?Manyanimalslosetheirlivesbecausepeoplebuyfurs.Idon’tthinkthat’sright.Peopleshouldprotectanimals.Ifnoonebuysfurs,thenpeoplewon’tkillwildanimalsanymore.Getthestudentstoreadthedialoguefluently.Forstrongerclasses,theteachercangivethestudentssometimetopracticeandrememberthedialogue.Thengetthemtoactthedialogue.Forweakerclasses,playthetapeandpauseonesentencebyanotherforthestudentstorepeat.Explaincarefullysomeofthekeypointshere.1.They(Thecoats)looklovelyonme.VSShelookslovelyinthecoat.2.Manyanimalslosetheirlivesbecausepeoplebuyfurs.3.Someoneelsewillbuythem.4.Ifnoonebuysfurs,thenpeoplewon’tkillwildanimalsanymore.STEP3ActingdialoguesoutSay‘Animalslosetheirlives,becausepeoplebuyanimalfurs.Animalslosetheirlives,becausepeopleeattheirmeat,too.Forexample,somepeopleeatsnakesinrestaurantsandothersmaydrinkwinewithtigerbonesinside.Doyouthinkitisright?Makeupanewdialoguetotalkaboutit.Workinpairs,onestudenttriestoasktheothernottoeatanimals/dootherthingsbadtoanimals.’Givethestudents4-5minutestoprepare,thengetsomepairtoacttheirdialoguesout.STEP4ReadingaloudsentencesAfterthestudentsfinishtheirdialogueswritethefollowingsentencesontheboardandgetthemtoreaditpayingattentiontotheintonationpatterns.Ifpeopledon’tbuyanimalfursanymore,noanimalswilllosetheirlives.Ifpeopledon’tkillwildanimalsforfood,noanimalswilldieanymore.Getthestudentstofocusontheintonations.Theteacherreadsthesentencesandgetsthestudentstorepeat.Whilereadingthesentences,drawrisingandfallingarrowstoshowtheintonationpatterns.Getthestudentstoreadthesentencesformoretimesuntilmostofthestudentscanreadtheminaappropriateintonationpatterns.STEP5ListeningtoSimon’sreportGetthestudentstoopentheirbookstoPage70.PlaythetapeforthestudentstolistentoSimon’sreportonwolves.Pausethetapeforthestudentstorepeatfocusingontheintonationspatterns.Dochainworkandgetthestudentstoreadthesentencesonebyone.STEP6ExplainingsomeofthesentencesAsthisisapassageaboutwolves,wecancollectmoreinformationhere.Itisnecessarytoexplainsomeofthesentences:1.Wolveswon’tsurviveifwedon’tgivethemgoodareasofforeststolivein.2.Ifwecontinuetodestroyforeststobuildroads,theywon’thavesuitablehomes.3.Iffarmerscontinuetomakenewfarmlandfromforest,wildanimalswon’tgetenoughfood.STEP7GettingthestudentstofillintheblanksWolvesaredog-likeanimals.Theyarenotverybig.Usuallytheyhavegreyfur.Itisabout5-6centimeterslong.Wolveshaveverygoodeyesight,hearingandsmell.Inthewild,theyliveinfamilygroupsandhunttogether.Theyworkwellasateamandneverkillforfun.Theyarefriendlytowardseachotherandneverattackpeople.Theyhaveaveryhealthyeating,too.Theyeatanimals,insects,snailandvegetables.However,wolvesarenowindanger.Peoplecontinuetodestroyforeststobuildroads.Farmerscontinuetomakefarmlandfromforests.Ifthiscontinues,wolveswillsoonhavenosuitablehomesandcan’tgetenoughfood.Wolveswon’tsurviveifwedon’tgivethemgoodareasofforesttolivein.Solet’sdosomethingtoprotectthem.STEP8TalkingabouttheanimalsShowapictureofanelephantandgetthestudentstotalkabouttheanimals.(TheyhavelearnedaboutelephantsinBook7B.)Encouragethemtotalkabouthefiveaspects:Appearance,Ability,Character,FoodandDanger.STEP9ReadingMillie’sreportGetthestudentstoreadMillie’sreportandpayspecialattentiontotheintonationpatterns.Playthetapeforthestudentstofollowandrepeat.Explainsomeofthesentencestothem.1.Hunterswillmakealotofmoneyiftheysellelephants’tusks.2.Elephantswillhelpfarmersdolotsofthingsifpeopletrainthem.STEP6Homeworka.Writeashortpassageaboutthebiggestanimalonland.b.FinishofftheexercisesintheEvaluationHandbookandLearningEnglish.
